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Artisan Bread In Five Newton's Football: The Science Big Data Analytics Strategies Configuration Management: Expert Guidance Face Processing: Advanced Modeling Formulas Of Acoustics springer Developing Information Systems: Practical Nine Algorithms That Changed Allow students to discuss their feelings of inclusion or exclusion and why these feelings may occur.

Does this add or detract from their reading experience? Students will probably be aware of this, but may not be aware of the subtle way in which Williams has accomplished the task. Discussion may elucidate the process. The Rilke poem speaks of a wholeness and integrity Alan and his family may not have easily recognized in his life up to the point of his baptism.

Elicit from students other times, events, or ceremonies that may create these feelings perhaps from their own lives. Remind them that stereotypes are based on specific examples, generalized out of proportion. Find out if students have been the focus of this type of generalization. How did it make them feel?

How do they feel about that after having read the essay? Cofer shows herself as far more interesting than any of the stereotypes she mentions. Maria and Evita are examples of Latinas that students might not recognize—even more so Rita Moeno. Students may need to be led to these examples. Cofer shows that stereotypes can be perpetuated unintentionally by well-meaning people, like her teachers nuns and friends the Italian-American girl.

Have students comment on nuns as judges of appropriate attire they would have all worn religious habits at the time to which Cofer is referring. Are their opinions also indicative of stereotypes of nuns? By describing the change in attitude and even in behavior and body language of the woman at her first poetry reading who assumed Cofer was a waitress, Cofer shows stereotypes are best changed by providing specific examples that do not fit the stereotype.

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